f4 lim rubric-referenced oral production assessment
TRANSCRIPT
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Rubric-Referenced Oral
Production Assessments
Perceptions on the Use and Actual Use of Rubrics in Oral
Production Assessments of High
School Students of St. Scholasticas College, Manila
Presented by:
Jonna Marie A. Lim
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Background of the Study
Critical Role of Assessment in Instruction
Effective assessmentsare indivisible from
instruction(Black & William, 1998)
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Background of the Study
Critical Role of Assessment in Instruction
Assessments as mereevaluation of learning?
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Background of the Study
Critical Role of Assessment in Instruction
Diagnose students needs
Inform T of Ss progress
Establish Ss level of accomplishment
Serve as a gauge of effectiveness ofinstruction
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Background of the Study
Performance Assessments facilitatingtransfer of learning
Performance Assessmentsare ways in which the teacher observes and
makes a judgment about the students
demonstration of a skill or competency increating a product, constructing a response,
or making a presentation(McMillan, 2007, p. 229).
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Background of the Study
Uses of Rubrics
Understand teachers expectations
Promotes self-assessment/ reflection
Lowers anxietySupports consistent and objective grading
Provides sound justification
Allows T to plan instructionCommunicates clearly Ss performance to
parents
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Background of the Study
Role of Rubrics in Enhancing & SupportingLearning
Instructional value ofrubrics in writing? In oral
production?
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Research Aim
Explore the perceptions of students
on the uses of rubricsand present the actual use of
students of these rubrics in theiroral production assessments
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RESEARCH QUESTIONS
1. What are the perceptions of students on theuses of rubrics?
2. How do the participants use rubrics in:
understanding teachers expectations;
planning for the assessment;
process of delivering the speech;
reflecting on the oral production performance; grading; and in
dealing with speech anxiety?
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RESEARCH QUESTIONS
3. How do students use rubrics inoral production assessments?
4. What are the limitations of therubric based on studentsperceptions?
5. What are students suggestionson how to make rubric moreuseful for their learning?
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METHOD
Research Design & Method
St. Scholasticas College, Manila
High School Unit
Participants
Qualitative/ Focus Group Discussion
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METHOD
Participants
Ten (10) 4th Year High School Students
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Students Perceived
Uses of Rubrics
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SUMMARY of FINDINGS
Ss recognized the value and use of rubrics in
understanding teachers expectations,
justifying the grades, and in reflecting
on the oral production performance
For me, rubrics are like guides for both the
student and the teacher. For the students, so theyknow what they should do and for the teachers,
they know what they look for in the performance of
the student. (Student # 6)
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SUMMARY of FINDINGS
Rubrics are not used by students in planning
for their oral prod. assessments
Actually no, the lessons do. Its more of what we learned in
class rather than the rubric, which helps us plan for our
debate. Because usually, when we plan for our debate, we
just assign roles, right?, and then do the arguments, and
then, you do this, you do that. We dont really look at the
rubric coz if you look at the rubric, youd be too scared and
too anxious to actually execute what we have planned.
(Student # 9)
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SUMMARY of FINDINGS
Rubrics are also not used during the
delivery of the speech
Kasi feeling ko kaya hindi helpful din sa 4th
year kasidiba debate, mas aalalahanin mo yung arguments
mo kesa yung sa rubric. (Student #10)
I feel that rubrics are not that helpful for year 4 becausewe have debates you will not really think of the rubric
because you will be too pre-occupied with your arguments
to remember it.
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SUMMARY of FINDINGS
Rubrics aiding teachers in evaluating
performance
Rubrics as a subjective measureRubrics triggering anxiety
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Actual Use of Rubrics
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SUMMARY of FINDINGS
Very little attentionis given to rubrics before, during, and after
oral production performances
All Ss considered rubrics as an effective
tool in evaluating learning
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SUMMARY of FINDINGSUnderstanding Ts Expectations
Rubrics are not really used in understanding
Ts expectations (triggers anxiety)
Lengthy descriptors discourage students
from reading the rubric
Issues on Clarity & General
Comprehensibility of rubric descriptors
(mastery of skills, involvement in rubric
creation, provision of models)
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SUMMARY of FINDINGSReflecting on the Performance
Reflection takes place after they have
received the grade; to be utilized in the
succeeding oral performances
Personal comments were deemed necessary
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SUMMARY of FINDINGSJustifying the Grade
Students issue on the score range
Lack of general understanding of the
descriptors
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Planning for the assessment
Process of delivering the speech
Improving overall performance
Underutilized Elements
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Rubrics acting as straitjackets
Perceived Limitation
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Include personal comments
Use short and concise
descriptors
Use a specific score for each
performance level
Involve Ss in rubric creation
Students Suggestions
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Make Ss understand the value
and uses of rubrics as
instructional and grading tools
Provide models of strong &
weak oral productionperformances
Implications
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Use the rubric in multiple oral
production assessments
Encourage Ss to engage in a
reflection of their performance
Implications
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That in all things, God
may be glorified!